The interaction of behavioral objectives, sequence order, and test and state anxiety were investigated. The study had four purposes: 1) to examine the effects of objectives on achievement; 2) to investigate the effects of sequencing; 3) to study the interaction of availability of objectives and sequence; 4) to study the effects of objectives and frame sequence on both test and state anxiety. The results indicated that there were not main effects attributal to objectives, and that scrambling frame sequence did reduce achievement and increase program errors. It was expected that providing students with program objectives would have no effect in the logically organized program, but that achievement of students receiving objectives and a scrambled program should be faciliated. This interaction was not supported by the results. As expected, attitudes toward the program were more positive among students taking the logically sequenced material compared to those receiving the scrambled sequence. The fact that state anxiety was unaffected by either objectives or sequence was unexpected. (Author/JK)